本研究旨在探討應用小組遊戲競賽教學法於國語文領域課程對國小六年級學童創造力之影響。研究方法為準實驗研究之不等兩組前後測設計，以量化資料來驗證研究對象在創造力之表現。本研究採立意取樣，以新北市某國小六年級五個班級學童共計135人做為前測樣本，並從中選取兩班共55名學童為實驗階段（後測）樣本，其中一班為實驗組，有28名學童，以遊戲教學法進行國語文領域教學；另一班為對照組，有27名學童，以講述教學法進行相同領域課程的教學。本研究以具有良好信、效度的「陶倫斯創造思考測驗圖形版」為研究工具，在教學活動前、後進行施測，且將所得資料以描述性統計、單一樣本t檢定、獨立樣本t檢定、相依樣本t檢定、點二系列相關、單因子共變數分析等方法進行統計分析。本研究主要發現如下：實驗組與控制組學童在實驗教學前後，「標題力」與「精密力」向度皆有顯著提升。實驗組學童在「流暢力」、「獨創力」、「標題力」、「精密力」、「開放力」五個向度的後測表現顯著較控制組為佳。根據前測結果則指出國小六年級女童在「標題力」、「精密力」向度得分表現顯著高於男童。由本研究結果顯示，運用小組遊戲競賽教學法比講述教學法更能提升學童之創造力表現。本研究結果可提供教育者或相關研究之參考，建議教育者未來在國小國語文學習領域可運用小組遊戲競賽教學法，且經營利於創造的學教環境，使學童能於學習中發揮創意、多元思考，以培養學童的創造力。
The purpose of this study was to investigate the effects of “Teams-Games-Tournaments” (TGT) teaching method in Mandarin curriculum on Creativity ability of the sixth graders. This study was designed to compare the Creativity ability of the sixth graders who received the TGT method of instruction and that of those students who received the traditional lecture method. Quasi-experimental method with non-equivalent control group design was applied in this study. Purposive sampling method was used to select 5 classes from one elementary school in New Taipei City for pre-testing homogeneity on Creativity ability of samples.
To achieve the purpose of this study, two intact classes were assigned as control and experimental groups. The experimental group consisted of 28 students and the control group consisted of 27 students. Torrance Tests of Creative Thinking (TTCT) was applied to examine participants’ Creativity ability. Descriptive statistics, one sample t-test, independent sample t-test, paired sample t-test, point-biserial correlation and ANCOVA were employed to examine research assumptions.
Results indicate that both control and experiment groups appeal significant improvement in Abstractness and Elaboration between the pre- and post- tests. Research also finds significant differences in all five indicators of Creativity ability between two groups; in addition, those who received TGT teaching method have greater performance and improvement than those who received lecture instruction in all 5 dimensions. Girls have higher levels of Abstractness and Elaboration than boys. TGT instruction method is found to be more effective on Creativity ability than lecture instruction of the sixth graders in Mandarin curriculum in this study.
